<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-0534</journal-id>
<journal-title><![CDATA[Revista Latinoamericana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[rev.latinoam.psicol.]]></abbrev-journal-title>
<issn>0120-0534</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-05342009000200007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[INFLUENCIA DEL NIVEL EDUCATIVO DE LOS PADRES, EL TIPO DE ESCUELA Y EL SEXO EN EL DESARROLLO DE LA ATENCIÓN Y LA MEMORIA]]></article-title>
<article-title xml:lang="en"><![CDATA[EFFECTS OF PARENTS' EDUCATIONAL LEVEL, SCHOOL TYPE AND GENDER ON THE DEVELOPMENT OF ATTENTION AND MEMORY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matute Villaseñor]]></surname>
<given-names><![CDATA[Esmeralda]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanz Martín]]></surname>
<given-names><![CDATA[Araceli]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gumá Díaz]]></surname>
<given-names><![CDATA[Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosselli]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="A03"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Florida Atlantic University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>EE.UU.</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Florida International University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>EE.UU.</country>
</aff>
<pub-date pub-type="pub">
<day>13</day>
<month>08</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>13</day>
<month>08</month>
<year>2009</year>
</pub-date>
<volume>41</volume>
<numero>2</numero>
<fpage>257</fpage>
<lpage>276</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-05342009000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-05342009000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-05342009000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[La información sobre el efecto que ejercen las variables medioambientales en el desarrollo de la atención y la memoria es limitada. En este estudio se analizó la relación entre el nivel educativo de los padres, el tipo de escuela y el sexo en el desarrollo de la atención y la memoria. Participaron 476 niños (5 a 16 años) de escuelas públicas (EPu) y privadas (EPr) divididos en dos grupos de edad (G1 = 5 a 8 años y G2 = 9 a 16 años). Se analizaron las 15 sub-pruebas de la Evaluación Neuropsicológica Infantil-ENI que evalúan atención y memoria. Se encontró un efecto significativo de la edad en todas las pruebas: a mayor edad, mejor ejecución. También hubo un efecto significativo del sexo y el tipo de escuela en algunas tareas, donde las niñas superan a los varones y los estudiantes de EPr superan a los de EPu. Hubo una interacción significativa entre el tipo de escuela y el sexo: las niñas de EPr muestran mayor ejecución que el resto de los grupos en algunas tareas de atención y memoria, especialmente las que implican información verbal. Además hubo una correlación significativa entre el nivel educativo de los padres y la ejecución (9 a 16 años). Los hijos de padres con mayor escolaridad muestran mayor ejecución que aquéllos con padres de menor escolaridad. Los resultados se discuten en términos del impacto que ejercen las variables medioambientales en el desarrollo neuropsicológico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Information about the influence of environmental factors on the development of attention and memory is scarce. This study analyzed the relationship between parents' educational level, school type and sex on the development of attention and memory. Four hundred and seventy six children (age 5 to 16 years) of public (PuS) and private schools (PrS) participated. The sample was divided in two age groups: G1, age 5 to 8 years and G2, age 9 to 16 years. Attention and memory sub-tests from the Evaluación Neuropsicológica Infantil-ENI (Matute, Rosselli, Ardila and Ostrosky, 2007) were analyzed. There was a significant effect of age on all sub-tests scores where older children obtained higher scores. Also, there was a significant effect of sex and type of school in some tasks, where girls had higher performance than boys and, the students of PrS scored higher than students of PuS. An interaction between type of school and sex was also evident: PrS girls showed higher performance than other groups in some tasks of attention and memory, especially those that imply verbal information processing. There was a significant correlation between the parents'educational level and the performance in G2. Sons of parents with high educational level show better performance than sons of parents with low educational level. The results are discussed in terms of the environmental variables effect on the development of attention and memory.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[medio social]]></kwd>
<kwd lng="es"><![CDATA[atención]]></kwd>
<kwd lng="es"><![CDATA[desarrollo cognoscitivo]]></kwd>
<kwd lng="es"><![CDATA[memoria.]]></kwd>
<kwd lng="en"><![CDATA[social environment]]></kwd>
<kwd lng="en"><![CDATA[attention]]></kwd>
<kwd lng="en"><![CDATA[cognitive development]]></kwd>
<kwd lng="en"><![CDATA[memory.]]></kwd>
</kwd-group>
</article-meta>
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